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We begin this essay with a brief description of the four-year multidisciplinary faculty development project in which we participated. After describing some of the successes of the proje ct, we argue that three elements of our approach were integral to the increases in student learning that were facilitated by project participants: (1) The Learning Question, Disciplinary Expertise, and Foundational Learning Theory, (2) Collaboration and Evaluation, and (3) Public Support and Professional Acknowledgement.

Sustaining Student and Faculty Success: A Model for Student Learning and Faculty Development